(Con) viver (com) a Síndrome de Down em escola inclusiva: mediação pedagógica e formação de conceitos.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This thesis argues the process of formation of the conceptual thought for pupils with Syndrome of Down (SD) who attend regular school. The formation of concepts is argued on the basis of the studies of Lev Vygotsky and aspects of Cognitive Psychology. The education of the person with Syndrome of Down is analyzed, historically, considering the paradigms of the segregation, the integration and the inclusion of people with special educational necessities in the regular school. The methodology used for the development of the empirical research was the microgenetic analysis of the process of formation of the conceptual thought, considering the process of interaction between the teacher and the pupils with SD and between her and her pairs and also with the researcher, in order to favor the perception of indications that had demonstrated the internalization of the worked concepts. The study was carried out in two schools in the city of Feira de Santana, Bahia: a school of the municipal net of education, initiating itself in the process of inclusion, and another one of the private net of education with a long trajectory in the practical one of inclusive education. In the first one, a group of the first grade of Basic Education was observed, in which the concept worked was that of the alphabetical base in the acquisition of the written language. In the second school, it was observed, in a group of second grade of Basic Education and the appropriation of concepts in the area of Sciences. The methodological work involved: participant comments, interviews with the teachers and the principals of the investigated schools, informal conversations and mediation made for the researcher with the pupils with SD the concerning concepts worked, and request of drawings as form of projection and representation of the concept worked with sights to perceive a better conceptual appropriation. In both schools, the result of the inquiry pointed out that in a process of pedagogical mediation and cooperation between pairs of pupils, the appropriation of the concepts happens in a more effective way and that the pupils with SD are capable of appropriating of concepts with effectiveness in view of the interactions that happen in the environment of classroom. In this process of pedagogical mediation, the education strategies must intentionally be planned in order to promote the formation of concepts. The results of this research contribute, therefore, for the understanding of the process of formation of the conceptual thought of people with SD supplying bases for the construction of mediating activities in a proposal pedagogical of education of concepts.

ASSUNTO(S)

mediação pedagógica formação de conceitos síndrome de down educacao formation of concepts syndrome of down pedagogical mediation

ACESSO AO ARTIGO

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